LS3- Groups of organisms show evidence of change over time (structures, behaviors and biochemistry).
7c citing evidence of how natural selection and its evolutionary consequences provide a scientific explanation for the diversity and unity of past and present life forms on Earth. ">(e.g. Galapagos Islands, Hawaiian Islands, Australia, geographic isolation, adaptive radiation).
National Standards:
Standard C: Life Sciences-biological evolution
Standard F: Science in Personal and Social Perspectives-population growth
Context of Lesson:
This lesson discusses the different types of isolation (reproductive and geographic) and the speciation that results from it. The focus points for the lesson are: 1) Isolation occurs when specific organisms of a population stop interacting with each other and only interact with a smaller section of the original population. 2) Sympatric speciation occurs through reproductive isolation. 3) Allopatric speciation occurs through geographic isolation. Students will be doing a lab experiment to demonstrate geographic isolation
Opportunities to Learn:
Depth of Knowledge
Prerequisite Knowledge
Plans for Differentiating Instruction
Accommodations and modifications
Environmental factors
Materials
Objectives:
Instruction:
Opening:
Engagement:
Closure:
Assessment:
Reflections
(only done after lesson is enacted)
Use if you need to edit rationale:
VERY IMPORTANTYour rationale should focus on the following questions: How did you make the topic meaningful for students? How did you make use of inquiry? What are the ways in which you assessed student learning? How did you take account of students' prior experiences and knowledge? How will you sequence lessons so that they support the understanding of the learning outcomes? How will you help students make sense of the materials? Please make use of class readings and discussions in writing your rationale. The rationale is important because it serves as evidence that you are thinking about the unit like a teacher, i.e. going beyond "writing plans" to thinking about how you are going to engage your students with a topic in a way that builds over two or three weeks
*this lesson is incomplete
Rhode Island Department of Education
Lesson Plan
Lesson Title: Isolation and Speciation
State Standards: GLEs/GSEs
LS3- Groups of organisms show evidence of change over time (structures, behaviors and biochemistry).National Standards:
Standard C: Life Sciences-biological evolutionStandard F: Science in Personal and Social Perspectives-population growth
Context of Lesson:
This lesson discusses the different types of isolation (reproductive and geographic) and the speciation that results from it. The focus points for the lesson are: 1) Isolation occurs when specific organisms of a population stop interacting with each other and only interact with a smaller section of the original population. 2) Sympatric speciation occurs through reproductive isolation. 3) Allopatric speciation occurs through geographic isolation. Students will be doing a lab experiment to demonstrate geographic isolationOpportunities to Learn:
Depth of Knowledge
Prerequisite Knowledge
Plans for Differentiating Instruction
Accommodations and modifications
Environmental factors
Materials
Objectives:
Instruction:
Opening:
Engagement:
Closure:
Assessment:
Reflections
(only done after lesson is enacted)Use if you need to edit rationale:
VERY IMPORTANTYour rationale should focus on the following questions: How did you make the topic meaningful for students? How did you make use of inquiry? What are the ways in which you assessed student learning? How did you take account of students' prior experiences and knowledge? How will you sequence lessons so that they support the understanding of the learning outcomes? How will you help students make sense of the materials? Please make use of class readings and discussions in writing your rationale. The rationale is important because it serves as evidence that you are thinking about the unit like a teacher, i.e. going beyond "writing plans" to thinking about how you are going to engage your students with a topic in a way that builds over two or three weeks
Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency:
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